Cambridge Primary and Lower Secondary Digital Literacy curricula goes beyond teaching children how to use technology
On February 24, 2026, the International Education group at Cambridge University Press & Assessment unveiled significant updates to its Cambridge Primary and Lower Secondary Digital Literacy curricula. This initiative aims to redefine how young learners, aged 5 to 14, engage with technology in an increasingly artificial intelligence-driven world.
The revamped curricula focus on fostering digital maturity among students, moving beyond simple technology usage. They emphasize critical thinking, judgement, and the confidence needed to navigate the complexities of an AI-powered landscape. These updates equip learners to make informed decisions about when, why, and how to utilize technology effectively.
Key Features of the Updated Curriculum
The refreshed curricula offer a comprehensive framework for schools that encourages students to take ownership of their digital experiences. New content encompasses a range of topics, including online wellbeing, the prioritization of human intelligence, and the challenges and benefits of AI in education. The shift in focus from mastering individual tools to building adaptable, transferable skills prepares learners to counter misinformation and online dangers while actively shaping the technologies that influence their lives.
Among the notable additions are discussions on how AI can enhance multimodal communication and structured dialogues with AI systems to cultivate research and critical thinking. The updated curriculum also strengthens media literacy, allowing students to better understand and evaluate the digital information they encounter.
Specific topics included in the curriculum are:
- Online safety and cyberbullying: Protecting physical and emotional wellbeing
- Community building and collaboration: Utilizing digital and AI tools
- Source reliability and echo chambers: Assessing AI-sourced information
- Personal responsibility: Embracing digital and AI tools ethically
- Human and artificial intelligence: Differentiating between the two
- Parasocial and digital relationships: Understanding their impact
- Creation of learning outputs: Ensuring students remain the primary authors
- Preparing future-ready learners: Evaluating emerging technologies
Educators Weigh In on Curriculum Changes
Beverly Clarke MBE, the curriculum author, emphasized the necessity for educators to encourage young learners to think critically about their relationship with AI. “This revised Cambridge curriculum supports schools to engage with AI in a positive, proactive and informed way,” she stated. Clarke highlighted the importance of embedding age-appropriate content that fosters confidence and curiosity in students as they navigate an AI-enhanced environment.
Nadja Djordjevic, a Digital Literacy Teacher at Savremena osnovna škola in Belgrade, Serbia, expressed her appreciation for the curriculum’s attention to risks associated with AI, such as increased plagiarism. She noted, “The emphasis on personal ethics for both creators and AI engineers is crucial within the creative world—it helps position AI as a supportive tool while preserving human authenticity and expression.”
Schools can implement Digital Literacy as a standalone subject or integrate it with other subjects, depending on their teaching approach. For instance, they might compare cognitive offloading to AI against the value of mathematical thinking. Importantly, there is no formal assessment for these curricula; instead, students receive formative feedback through discussions and observations.
The updated Cambridge Digital Literacy curricula are available free of charge to registered schools offering Cambridge Primary and Lower Secondary programs and are ready for immediate implementation. For further details, interested parties can visit the Cambridge website’s dedicated pages on Digital Literacy.
